The Tsunami
Before You Read
Q1. Katchall is an island.
Ans. True
Q2. It is part of the Andaman group of islands.
Ans. False – It is part of the Nicobar group of islands.
Q3. Nancowry is an island in the Nicobar group.
Ans. True
Q4. Katchall and Nancowry are more than a hundred miles apart.
Ans. True
Q5. The Andaman and Nicobar Islands are to the west of India.
Ans. False – They are to the east of India.
Q6. The Nicobar Islands are to the north of the Andaman Islands.
Ans. False – They are to the south of the Andaman Islands.
Part I – Comprehension Check
Q1. Ignesious lost his wife, two children, his father-in-law, and his brother-in-law in the tsunami.
Ans. True
Q2. Sanjeev made it to safety after the tsunami.
Ans. False
Q3. Meghna was saved by a relief helicopter.
Ans. False
Q4. Almas’s father realised that a tsunami was going to hit the island.
Ans. True
Q5. Her mother and aunts were washed away with the tree that they were holding on to.
Ans. True
Part II – Comprehension Check
Q1. Why did Tilly’s family come to Thailand?
Ans. They came to Thailand to celebrate Christmas.
Q2. What were the warning signs that both Tilly and her mother saw?
Ans. The sea was slowly rising, forming bubbles and whirlpools, and the beach was getting smaller.
Q3. Do you think Tilly’s mother was alarmed by them?
Ans. No, she did not know what was happening until Tilly’s fear alarmed her.
Q4. Where had Tilly seen the sea behaving in the same strange fashion?
Ans. In a video shown by her geography teacher about the 1946 tsunami in Hawaii.
Q5. Where did the Smith family and the others on the beach go to escape from the tsunami?
Ans. They went to the swimming pool area and then to the third floor of the hotel.
Q6. How do you think her geography teacher felt when he heard about what Tilly had done in Phuket?
Ans. He must have felt proud and happy.
Part III – Comprehension Check
Q1. In the tsunami 150,000 people died. How many animals died?
Ans. Very few animals died.
Q2. How many people and animals died in Yala National Park?
Ans. Sixty visitors died, but no animals except two water buffaloes.
Q3. What do people say about the elephants of Yala National Park?
Ans. They ran away from the Patanangala beach before the tsunami.
Q4. What did the dogs in Galle do?
Ans. They refused to go for their daily run on the beach.
Working with the Text
Q1. When he felt the earthquake, do you think Ignesious immediately worried about a tsunami? Give reasons for your answer. Which sentence in the text tells you that the Ignesious family did not have any time to discuss and plan their course of action after the tsunami struck?
Ans. No, Ignesious did not think about a tsunami immediately. He only moved the TV to safety after the earthquake. The sentence “In the chaos and confusion…” shows they had no time to discuss or plan.
Q2. Which words in the list below describe Sanjeev, in your opinion?
(i) I don’t know if Sanjeev was cheerful, ___________ or .
(ii) I think that he was very brave, and___________.
(iii) Sanjeev was not heartless, or.
Ans.
(i) cheerful, ambitious
(ii) brave, heroic, selfless
(iii) careless, brash
Q3. How are Meghna and Almas’s stories similar?
Ans. Both were swept away by the waves, lost their families, and survived alone after drifting in the sea.
Q4. What are the different ways in which Tilly’s parents could have reacted to her behaviour? What would you have done if you were in their place?
Ans. They could have ignored her, panicked, or acted quickly. I would have believed her and moved to safety immediately.
Q5. If Tilly’s award was to be shared, who do you think she should share it with — her parents or her geography teacher?
Ans. With her geography teacher.
Q6. What are the two different ideas about why so few animals were killed in the tsunami? Which idea do you find more believable?
Ans. One idea – animals have a sixth sense; another – they have sharper hearing to detect vibrations. The second idea is more believable.
Working with Language
Q1. Make a list of words from Part I that indicate movement of different kinds.
Ans.
Fast movement: rushed, swept, ran, jumped, fled
Slow movement: recede, floating
Neither slow nor fast: rise, hold, climb
Q2. Fill in the blanks:
(i) The earth trembled, but not many people felt the tremor.
(ii) When the zoo was flooded, there was a lot of confusion and many animals escaped into the countryside.
(iii) We heard with relief that the lion had been recaptured.
(iv) The zookeeper was stuck in a tree and his rescue was filmed by the TV crew.
(v) There was much excitement in the village when the snake charmer came visiting.
Q3. Say whether the following sentences are in the Active or Passive voice:
(i) Someone stole my bicycle. – A
(ii) The tyres were deflated by the traffic police. – P
(iii) I found it last night in a ditch near my house. – A
(iv) It had been thrown there. – P
(v) My father gave it to the mechanic. – A
(vi) The mechanic repaired it for me. – A
The Tsunami – Long Writing
Q1. Suppose you are one of the volunteers who went to the Andaman and Nicobar Islands for relief work after the tsunami. Write a diary entry.
Ans.
31 December, 2004
The killer tsunami struck these islands five days ago. But the victims are being brought in even now. Each one has a story to tell — stories of pain, loss, and unimaginable courage. Many have lost their families, homes, and belongings, yet they are trying to rebuild their lives. We have been distributing food, water, and medicines in the relief camps. Children cling to volunteers for comfort, and elders share their grief in silence. I met a little girl who survived alone for two days on a wooden plank. Such bravery humbles me. Despite the tragedy, the human spirit here is unbroken.
Q2. Do you remember any incident when something that you learnt in the classroom helped you in some way outside the classroom? Write your experiences in a paragraph of about 90–100 words.
Ans.
Last year, during a school trip to the hills, I remembered a science lesson about landslides and safety measures. One evening, it began to rain heavily, and I noticed loose soil and small stones rolling down near our camp. I recalled that this could be the beginning of a landslide. Immediately, I alerted my teacher and friends. We quickly moved to higher ground, away from the slope. A few minutes later, part of the slope collapsed exactly where we had been standing. That day, I realised how valuable classroom learning can be in saving lives.
